This research is a qualitative case research. The objects were eight senior high students taking information application program in Nan Oau Aboriginal Key Senior high school in Taiwan. The study was aim to design a project-based e-book making course for Nan Oau Aboriginal Key Senior high school by studying the Atayal handicraft art curriculums. The course had six units, including two free creation units, and three lessons per unit for a total of 18 lessons, 900 minutes. Collections of research data included the research notes, the teaching observation notes, the problem-solving examination forms, the e-book making evaluation forms, the interview outlines, and the students' learning sheets and homework. After collecting and cross analyzing the information, the main results were as follows: A) Most of the students were satisfied with this e-book making course. B) The students performed best in "the quality of problem solving", and "the attitudes of how they face problems" next. However, the ways how they "deal with problems" last, which should be enhanced. C) Their e-book works were all appreciated by professors, teachers, craftsmen, and students. During the problem-solving process, they faced problems with a positive attitude and displayed initiative and willingness to solve problems.

The main objective of this study was to investigate and compare the spatial conceptualization performance for sixth grade elementary school students from urban, suburban and remote schools in Taiwan. This study involved 27, 25, and 26 sixth grade students from one remote indigenous school in eastern Taiwan, one suburban indigenous school in northern Taiwan, and one urban Han Chinese school in northern Taiwan, respectively. Spatial ability assessments were carried out on the students to explore the spatial conceptualization abilities and the possible relationship between school children's spatial abilities and urban-rural, ethnic, and cultural diversities. The research tool utilized in this study was a scenario-based spatial ability assessment test, which had been carefully reviewed and pre-tested by experts. Test results revealed that: (1) Sixth grade students from the suburban and remote indigenous school shared no significant difference in their spatial abilities; (2) Sixth grade students from the urban Han Chinese school exhibited significantly better spatial performance than those from the suburban and remote indigenous schools. The spatial conceptualization performance for sixth grade elementary school students from urban, suburban and remote schools in Taiwan is different.

This study used Focus Group to analyze user requirements for user interface so as to understand what capabilities of the Collaborative Problem Solving (CPS) Instructional Platform were expected by users. After 12 focus group interviews, the following four functions had been identified as essential to the CPS Instructional Platform: CPS instructional models, instructional resources database, evaluation system, and instructional plan sharing. The user interface for the CPS Instructional Platform were designed accordingly. After programmers of the integrated project had completed system development based on the design, the study was proceeded usability evaluation of user interface of the CPS Instructional Platform. As for the satisfaction survey, 33 users were chosen based on purposive sampling. In the Likert Scale of five levels, the average score of this system was 4.1 by the testers. And, it indicated that most users were satisfied with the system user interface design and functions.

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